1. Essential Question How does Understanding by Design provide a framework and a language to help educators promote all students’ understanding? How does Understanding by Design provide a framework and a language to help educators promote all students’ understanding?

2. Understanding by Design UbD framework offers a model for curriculum design, development, and implementation. UbD framework offers a model for curriculum design, development, and implementation. What is different about UbD? A UbD unit involves three stages: identify the desired results, determine acceptable evidence, and plan learning experiences and instruction. Understandings are often referred to as the “big ideas.” What is different about UbD? A UbD unit involves three stages: identify the desired results, determine acceptable evidence, and plan learning experiences and instruction. Understandings are often referred to as the “big ideas.” These big ideas, or understandings, are statements that are provocative and are worded so that students may engage in meaningful discussions. These big ideas, or understandings, are statements that are provocative and are worded so that students may engage in meaningful discussions.

3. Three Stages of Backward Design

4. Understanding by Design Understanding by Design (UbD) provides a common language for educators who are interested in promoting student understanding rather than formulaic knowledge or recall learning. It also provides a framework and a toolkit of research- based best practices that have been proven effective in helping educators to promote understanding-based results for learning, expand the range of assessment tools and monitor student achievement… Understanding by Design (UbD) provides a common language for educators who are interested in promoting student understanding rather than formulaic knowledge or recall learning. It also provides a framework and a toolkit of research- based best practices that have been proven effective in helping educators to promote understanding-based results for learning, expand the range of assessment tools and monitor student achievement…

5. UbD’s Strengths UbD is a philosophy for teaching & learning. UbD is a philosophy for teaching & learning. UbD makes sense. It reflects what good teachers do and is supported by research and classroom practice. UbD makes sense. It reflects what good teachers do and is supported by research and classroom practice. UbD focuses on enduring understanding. UbD focuses on enduring understanding.

6. UbD’s Challenges & Problems The critical need for educators to have time to reflect on what the UbD framework suggests about modifying existing practices. The critical need for educators to have time to reflect on what the UbD framework suggests about modifying existing practices. Educator’s resistance, confusion, and ambivalence to a framework that requires them to think and operate at a deep conceptual level. Educator’s resistance, confusion, and ambivalence to a framework that requires them to think and operate at a deep conceptual level. High-stakes accountability testing, including educator’s misconceptions about the need to cover the curriculum and touch on everything that might be on the test. High-stakes accountability testing, including educator’s misconceptions about the need to cover the curriculum and touch on everything that might be on the test.

7. UbD’s Greatest Challenges Time and facilitation. Time and facilitation. Everyone within the system needs to be trained for maximum effectiveness. Everyone within the system needs to be trained for maximum effectiveness. Having limited time to train staffs for a complete understanding of the process. Having limited time to train staffs for a complete understanding of the process. Teachers need to complete a unit of design and go through a peer review to have a basic understanding of what UbD is all about. Teachers need to complete a unit of design and go through a peer review to have a basic understanding of what UbD is all about. Rethinking one’s approach to curriculum design and moving from coverage to uncoverage. Rethinking one’s approach to curriculum design and moving from coverage to uncoverage.

8. Components of Instructional Design Instructional Theory Instructional Management Instructional Technology Social Science Behavioral Psychology Developmental Psychology Social Psychology Cognitive Psychology Information Science Communications A-V Media Information Mgt. Computer Science Management Science/Engineering Systems Analysis OD Operations Research Project Mgt.

9. Theoretical Foundations The foundations of instructional design are in the behavioral and social sciences – in particular in behavioral,, developmental, social, and cognitive psychologies. The foundations of instructional design are in the behavioral and social sciences – in particular in behavioral,, developmental, social, and cognitive psychologies. Instructional design also draws upon the management sciences and engineering, having been influenced by such fields as systems analysis, operations research, management theory, and organizational development. Instructional design also draws upon the management sciences and engineering, having been influenced by such fields as systems analysis, operations research, management theory, and organizational development.

10. Theoretical Framework Understanding by Design (Wiggins & McTighe) Understanding by Design (Wiggins & McTighe) Concept Mapping ( H. Hayes Jacobs) Concept Mapping ( H. Hayes Jacobs) Universal Design for Learning (Ross & Meyer) Universal Design for Learning (Ross & Meyer)

11. Research Findings Instructional design, then, is an emerging, applied, and creative science. Instructional design, then, is an emerging, applied, and creative science. It has evolved from a varied scientific foundation that values the development and validation about learning and learners, and the formulation of theory and practice based on observation. It has evolved from a varied scientific foundation that values the development and validation about learning and learners, and the formulation of theory and practice based on observation.

12. Backward Design Teachers are designers… Teachers are designers… Curriculum should lay out the most effective ways of achieving specific results. Curriculum should lay out the most effective ways of achieving specific results. We are guided by national, state, district, or institutional standards… We are guided by national, state, district, or institutional standards… www.pde.state.pa.us/ www.pde.state.pa.us/ www.pde.state.pa.us/ Academic Standards Academic Standards

13. Backward Design Content-focused design vs. results-focused design. Content-focused design vs. results-focused design. Twin sins – activity-oriented design vs. coverage. Twin sins – activity-oriented design vs. coverage. Overarching ideas, clear purpose, performance goals, evidence of understanding. Overarching ideas, clear purpose, performance goals, evidence of understanding.

14. Backward Design Template Stage 1 – Desired Results Stage 1 – Desired Results –Established Goals –Understandings –Essential Questions Stage 2 – Assessment Evidence Stage 2 – Assessment Evidence –Performance Tasks –Other Evidence Stage 3 – Learning Plan Stage 3 – Learning Plan –Learning Activities (WHERETO)

15. Backward Design Group Activity Group Activity –Template for Design –Design a Lesson –Use PA Academic Standards